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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ431384
Record Type: CIJE
Publication Date: 1991
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0271-1214
A Comparative Study of the Effects of a Developmentally Based Instructional Model on Young Children with Autism and Young Children with Other Disorders of Behavior and Development.
Rogers, Sally J.; DiLalla, David L.
Topics in Early Childhood Special Education, v11 n2 p29-47 Sum 1991
This study, which applied an instructional model based on Piaget's theory of cognitive development, pragmatics theory of language development, and Mahler's theory of development of interpersonal relationships, found that 49 preschool children with autism did not make less progress than a comparison group of 27 children with other emotional/behavioral or developmental disorders. (Author/DB)
Descriptors: Autism, Behavior Disorders, Child Development, Cognitive Development, Developmental Disabilities, Emotional Disturbances, Instructional Effectiveness, Interpersonal Competence, Interpersonal Relationship, Language Acquisition, Models, Preschool Education, Teaching Methods
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Theme Issue: Emerging Trends for Child Behavior Disorders.